12. Establishing Successful Transitions for Intermediate Students

2013 ◽  
Author(s):  
Gianna Helling
Keyword(s):  
Intermediate Students

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

scholarly journals University students’ perception toward the use of the mother tongue in the EFL classrooms

2021 ◽  
Vol 8 (3) ◽  
pp. 1094-1110
Author(s):  
Siti Hawa ◽  
Suryani Suryani ◽  
Rini Susiani ◽  
Ema Dauyah ◽  
A. Halim Majid
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Mother Tongue ◽  
Private University ◽  
Structured Interview ◽  
Target Language ◽  
Mixed Methods Design ◽  
Intermediate Students ◽  
Advanced Students ◽  
Negative Impacts

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.

scholarly journals The Effect of Indirect Written Corrective Feedback to Arabic Language Intermediate Students’ in Kuwait

2016 ◽  
Vol 12 (28) ◽  
pp. 361 ◽  
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Corrective Feedback ◽  
Arabic Language ◽  
Spelling Errors ◽  
Intermediate Students ◽  
Written Corrective Feedback ◽  
Learning Tasks ◽  
Indirect Feedback ◽  
Direct Feedback

This study investigates the effect of indirect written corrective feedback to Arabic intermediate students in Kuwait. There are 20 participants altogether in this study, ten male and ten female. They each wrote two assignments on the same topic. No feedback was received on the first assignment, and the second was conducted after indirect feedback was offered to them on the first task. The results show that indirect feedback is effective in improving their writing and language skills. The results also indicated a higher number of spelling errors than any other errors. The findings of this study suggest some teaching implications which include raising students’ awareness of the need to avoid many writing errors. Teachers should not correct all students’ errors, but should only correct those errors which are deemed necessary to correct. Teachers should also focus their attention on teaching and learning tasks, which concentrate on indirect written feedback rather than direct feedback. Again, as the leaners seem to have more problems with spelling errors rather than any other errors, teachers should devise strategies which concentrate on improving such errors, and writing correct words. This study advocates a large scale of studies which cover the wider context of Kuwaiti intermediate students.

scholarly journals Perception of Psycho-Social School Environment, Personal Growth Initiative and Fear of Failure among EAMCET Aspirants

2016 ◽  
Vol 4 (2) ◽  
pp. 323
Author(s):  
Nandini Sanyal ◽  
Tina Fernandes ◽  
Zaina Hazari
Keyword(s):  
Gender Differences ◽  
Personal Growth ◽  
School Environment ◽  
Sampling Technique ◽  
Fear Of Failure ◽  
Intermediate Students ◽  
Personal Growth Initiative ◽  
Purposive Sampling ◽  
Important Others ◽  
Growth Initiative

<div><p><em>The objective of the present study is to investigate whether there is a relationship between perception of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The study also aimed to observe whether there are gender differences between students going to colleges (viz. with EAMCET coaching and without EAMCET coaching) in terms of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The School Environment Inventory (Misra, 1984), the Personal Growth Initiative Scale-II (Robitschek et al., 2012) and the Performance Failure Appraisal Inventory (Conroy et. al., 2002) were administered on 300 intermediate students (150 boys and 150 girls) selected through a non-probability purposive sampling technique to measure the perception of psycho-social school environment, personal growth initiative and fear of failure respectively. The results indicated significant gender differences between the students going to colleges with coaching and the students going to colleges without coaching with respect to perception of psycho-social school environment and personal growth initiative (p&lt;0.05). However, no significant gender differences were observed in fear of failure and its dimensions (p&gt;0.05). Among students going to colleges with coaching negative correlations were observed between rejection, fear of experiencing shame and embarrassment  and personal growth initiative, moreover in this group, creative stimulation, cognitive encouragement and permissiveness (p&lt;0.05) were positively correlated with using resources and negatively correlated with fears of important others losing interest (p&lt;0.05). Also personal growth initiative was positively correlated with fears of upsetting important others and cognitive encouragement (p&lt;0.05) in students going to colleges without coaching. The present study reiterates that perception of school environment by students is of paramount importance in promoting or hindering the student’s personal growth initiative and subsequently their fear of failure.</em></p></div>

scholarly journals The Role of Subtitling and Dubbing in Arabic Vocabulary Acquisition: A Contrastive Study

2019 ◽  
Author(s):  
Asil Qasim ◽  
Rashid Yahiaoui
Keyword(s):  
Vocabulary Acquisition ◽  
Arab World ◽  
Arabic Language ◽  
Long Term Memory ◽  
Memory Retention ◽  
Intermediate Students ◽  
Language Class ◽  
Post Test ◽  
Audiovisual Translation

The critical comparison of subtitling and dubbing has long been a subject of discussion by many researchers in the field of Audiovisual Translation. However, to the best of our knowledge, no study to investigate the role of subtitling and dubbing in vocabulary acquisition has been carried out in the Arab world. The aim of the present study is to measure the effect of Audiovisual Translation modalities, mainly subtitling and dubbing, in the acquisition of Arabic vocabulary in an Arabic as a foreign language class (AFL) carried out at Sultan Qaboos College for Teaching Arabic For Non-Native Speakers. In order to do this a couple of questions needed answers 1) Which modality (subtitling and/or dubbing) is more conducive to vocabulary acquisition in the Arabic language? And 2) Which modality is more efficient in the long-term memory retention of Arabic vocabulary? Thirty upper intermediate students participated in this case study, which involved them watching a four-minute clip of the American TV series Designated Survivor in three versions: (a) subtitled into Arabic, (b) dubbed into Arabic, and (c) dubbed and subtitled in Arabic. The results showed that all groups were able to acquire and retain second language (L2) vocabulary; however, the dubbing group achieved higher results in both the immediate post-test and the delayed post-test.

scholarly journals Letting students decide whether to work in pairs or individually in class

2021 ◽  
Vol 11 (3) ◽  
pp. 174-187
Author(s):  
Juan Carlos Araujo Portugal
Keyword(s):  
Group Work ◽  
Research Study ◽  
Learning Preferences ◽  
Classroom Research ◽  
Foreign Languages ◽  
Learning Gains ◽  
Intermediate Students ◽  
Participant Observer ◽  
Pair Work ◽  
Personal Decision

Communicative approaches to language teaching have advocated for the benefits of pair and group work when learning foreign languages. This paper reports an example of classroom research that has been carried out with intermediate students of English, level B1+, focusing on how they prefer to work in class as regards grammar and vocabulary exercises when given the chance to choose. In order to obtain the results for this classroom research study, the students’ teacher becomes a participant observer who records the data throughout the course and collects the data on observation worksheets. Contrary to what it might be expected, the outcomes show that many of the younger students prefer working on their own and then compare and justify their answers with their partners, rather than working in pairs from the very beginning. This is recommended to establish whether this is just specific of these students, or it is something common with other students and teachers have been unaware of it.   Keywords: Classroom research, individual work, learning gains, learning preferences, pair work, personal decision.

Deutschland: Ein neuer Anfang. A German Cultural Reader for Intermediate Students

1994 ◽  
Vol 78 (4) ◽  
pp. 554
Author(s):  
Maurice W. Conner ◽  
Harry A. Walbruck ◽  
Rita Walbruck
Keyword(s):  
Intermediate Students
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